個別化重要技能模式對國小自閉症學生購物技能成效之研究

• 영문명: Individualized critical skills model study on the effectiveness of shopping skills of autistic students
• 발행기관: 한국마이너리티학회
• 저자명: 陳誼紋(Yi-Wen CHEN) 陳政見(Cheng-Chien CHEN)
• 간행물 정보: 『마이너리티연구』제2권 제1호, 21~33쪽, 전체 13쪽
• 주제분류: 사회과학 > 사회학
• 파일형태: PDF
• 발행일자: 2019.12.31

국문 초록

本研究係以「時間序列研究設計」、針對研究者(1)在寒暑假打工的安親班中的一位國小五年級中度自閉症學生、以發展個別化重要技能模式 (Individualized critical skills model、ICSM)為本、以ICSM模式十三個實施要點選定其中五個來規劃設計購物教學方案、對學生需 求而設計個別化且相關的教學課程、課程涵蓋在一般社區領域、結合購物需求與基本技能的教 學介入後、對中度自閉症學生其購物技能習得之成效研究。實施地點是先在教室中以模擬購物情境增加使用零錢的練習機會、再以常去的商店作為練習購物的地點。學習成效評量不僅在教室中評量、在商店中也會作評量。教學方案介入後之成效分為兩方面、一為行為表現總體表現、包括「挑選物品」、「尋找標價」、「拿出與商品對等之價錢」、「至櫃台結帳」等四種行為、介入處理後皆呈現明顯進步；二再將行為表現細分成(一)動作表現、(二)口語表現、(三)付款表現三種、透過進步曲線了解教學狀況、結果皆呈顯著進步。最後針對教學方案、個案選擇、教學地點及人員協調提出未來研究建議。

영문 초록

This research is based on Time Series Research Design , which is aimed at first researcher’s a fifth-grade middle-aged autistic student in the rehabilitation class working in the winter and summer vacations to develop the Individualized Critical Skills Model, ICSM, selects five of the 13 implementation points of the ICSM model to plan and design shopping teaching programs, and design individualized and relevant teaching courses for students needs. The courses cover the general community and combine shopping needs. After the intervention of basic skills, the study of the effectiveness of shopping skills acquisition for moderate autistic students. The implementation location is to increase the practice of using change in the simulated shopping situation in the classroom, and then use the frequent store as a place to practice shopping. Learning effectiveness assessments are not only assessed in the classroom, but also in the store. The effectiveness of the teaching programs is divided into two aspects. One is the overall performance of the performance, including selecting items , finding the price , putting the price with the goods , and checking the counter . After intervention, the results showed significant progress. Secondly, the behavioral performance was subdivided into (1) motor performance, (2) oral performance, and (3) payment performance. Through the progress curve, the teaching status was improved, and the results showed significant progress. Finally, we have some comments for the future include teaching plans, case selection, teaching locations and personnel coordination.

목차

Ⅰ. 緒論

Ⅱ.文獻探討

Ⅲ. 教學設計與運作

Ⅳ. 教學方案介入後之行為表現

Ⅴ.結論與建議

參考文獻

키워드

Individualized autistic students critical skills model Time Series Research Design 個別化 自閉症學生 重要技能模式 時間序列研 究